Art Integration Unit Plan

Art Integration Unit Plan Template

LTC Art for Children
Unit Title & Big Idea: Build your own town

Unit Overview/Summary:
This unit spans across all core subject areas, as well as beyond reaching art and music curricula. There are so many
components that go into creating a successfully functioning city, almost all of which can be related to each core subject
covered at the elementary level. This lesson hopes to cover all of these important topics in order to give students the insight
of how to implement laws, create their own constitution, plan logical layouts of their city, and supplement a successful
economy. They will attain this knowledge while exploring their creativity and ideas through cooperation as a whole class
community.
Key Concepts (3-4)

Shape, color, and form in relation to symbolism
Grade Level/Class Periods

Required: 5th grade, 1
week
Materials/Equipment/Etc:
MATERIALS, TEACHING
RESOURCES/REFERENCES book list found below in
lesson plan (all books
found at Daniel Boone
Regional Library)
White House website
economics articles from
NGSS
Google Earth
PREPARATION REQUIRED I need to review
topography, the history
behind some symbolism
of certain flags, as well
as the different types of
government for the
elementary level
I learned how much goes
into creating a week-long
unit and how the order in
which you teach the
different components has
a huge impact on the
fluidity of the unit itself
Essential Questions (3-4)

How do certain decisions in regards to the creation of a flag influence
Digital art and media through news forms

Detailed and accurate topography through drawing
its significance and meaning to a diverse population?

How can digital creations be used to reach a large portion of the
population while still capturing their attention and desire to view it?
How do different materials evoke a different meaning or emotional
pull to a flyer or posetr?
Unit Objectives: (Excellent resource at http://www.teachervision.fen.com/curriculum-planning/new-teacher/48345.html?for_printing=1&detoured=1)

Students will
view and discuss urban and suburban scenes
list the features of their ideal town and discuss whether these features can be found in cities and suburbs
view maps of a pre-existing city and suburb (Columbia, MO)
brainstorm and list the possible effects of sprawl on the environment, adults' daily lives, and kids' daily lives
design their own new suburb, taking into account the following aspects:
o system of government
o city layout of houses, businesses, schools, etc.
o city constitution/laws/etc.
o news outlets
o economic structure and income
Grade Level Expectations (GLEs)
(3-4)
(http://dese.mo.gov/divimprove/curriculum/GLE/)
Grade 5, 2C: Review and implement strategies to

resolve problems and conflicts successfully; DOK Level 4
Grade 5, 3A: Evaluate peer influence on problem-solving
and decision-making skills; DOK Level 4
Grade 5, 7A: Compare interests and strengths with
those of workers in the global community; DOK Level 3
Grade 5, 7C: Describe the contributions of a variety of
jobs in the community; DOK Level 4
National Core Art Standards
(http://www.nationalartsstandards.org)
Core Academic Standards (Common Core State Standards)
(3-
4)
(http://www.corestandards.org/)
CCSS.ELA-LITERACY.RI.5.7
Draw on information from multiple print or digital
sources, demonstrating the ability to locate an answer
to a question quickly or to solve a problem efficiently.
CCSS.ELA-LITERACY.W.5.1
Write opinion pieces on topics or texts, supporting a
point of view with reasons and information.
CCSS.ELA-LITERACY.SL.5.1
Engage effectively in a range of collaborative
Anchor
Anchor
Anchor
Anchor
Standard
Standard
Standard
Standard
#2
#6
#8
#11
discussions (one-on-one, in groups, and teacher-led)

with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own
clearly.
NGSS Standard: MO.TS.7.: Tools of Social Science
Inquiry (Knowledge of the use of tools of social science
inquiry, such as surveys, statistics, maps, and
documents)
NGSS Standard: MO.GS.2: Principles and Process of
Governance Systems
NGSS Standard: MO.EC.4.: Economic Concepts and
Principles (including productivity and the market
system, laws of supply and demand)
NGSS Standard: MO.EG.5.: Elements of Geographical
Study and Analysis (knowledge of major elements of
geographical study and analysis, such as location,
place movement, and regions, and their relationship to
changes in society and the environment)
Content Areas Integrated:

1. Visual Art
2. Digital Art
3. Economics
4. Geography
5. Topography
6. Vexillology
Identify & define common vocabulary/concepts that

connect the art form with the other identified subject area(s):
Topography: precise, detailed study of the surface features
of a region, both natural and man-made
Vexillology: the study of flags, including the history,
symbolism, and the usage in general
Lesson Titles in Sequence/Order with TIME and MATERIALS

needed for each portion
1. Introduction to Cities and Suburbs (30 minutes)
a. chart paper/markers
b. notebook paper/pencils
Brief Lesson Descriptions
(2-3 sentences each)
1. Students will brainstorm what comes to mind when

they hear city and suburb while the teacher writes

2. Scenario Analysis (25 minutes; 15 minutes for
discussion, 10 minutes for drawing/representations)
a. scenario handout (attached to this lesson plan)
b. blank printer paper
c. colored pencils/crayons
3. Map Explorations (1.5 hours, 15 minutes per resource)
a. Maps, by Andrew Haslam
b. Map My Neighborhood, by Jennifer Boothroyd
c. Political Maps, by Jessica Pegis
d. Atlas of Missouri, by Milton D. Rafferty
e. Standard Atlas of Boone County, Missouri, by Geo.
A. Ogle
f. 2-3 iPads or computers with access to Google
Earth
4. Introduction to Topography (30 minutes)
5. Selection of Town Infrastructure (45 minutes)
_______________________END OF DAY
ONE__________________________
6. Topography Puzzle Piece (60 minutes)
a. puzzle piece cutout of town
b. colored pencils
c. example town map
7. Systems of Government (45 minutes)
a. article about local government
8. Vexillology/Molly Bang Lesson (45 minutes)
a. sample flags (local, state, and national)
b. Molly Bang PowerPoint (from Liveks weebly)
9. Create a Community Flag (2 hours)
a. butcher block paper
b. water colors, acrylic paints, markers, oil pastels,
colored pencils, crayons, construction paper,
newspaper
10.Local Government Campaign (1.5 hours)
a. computer
b. construction paper, makers, scissors
2.
3.
4.
5.
down their thoughts. Students will then brainstorm and

write down what is important for them to have in their
ideal towns, keeping in mind transportation,
businesses, conveniences, etc. The class will then
share out as a whole and write down important
aspects.
The teacher will hand out a sheet with 2 different
scenarios for students to read. After each scenario,
students will write down a description of where each
person lives, commenting on whether or not these
scenarios seem accurate. They will then sketch how
they picture the setup of each of these types of
communities.
Students will be randomly split into 6 groups and be
given 1 of 6 map resources to explore. They will rotate
resources every 15 minutes and ultimately come back
together as a class and discuss what they found to be
similar or different in each of the resources.
Students will learn about topography, especially in
relation to what they discovered in their map
exploration lesson. They will discuss the importance of
detailed labeling and representation of buildings,
landforms, and keys in order to be as relevant as
possible to the viewer. They will then be introduced to
the project of creating their own town and will
brainstorm as a class community what components
they need to have in their town.
Students will decide on one business or other entity
they will be in charge of in the town. For example, one
student could own the gas station and one could be in
charge of the elementary school. After each student
has selected an entity to oversee, the class will discuss
possible missing components to the community that
are crucial to proper functioning.

_______________________END OF DAY
TWO_________________________
11.Economics Lesson (1 hour)
12.Election Day (2.5 hours)
a. voting ballots
13.News and Media (2 hours)
a. computers/iPads
______________________END OF DAY
THREE_________________________
14.Celebrations (6 hours)
a. chart paper
b. construction paper/scissors
c. markers, colored pencils
d. computers/iPads
_______________________END OF DAY
FOUR_________________________
15.Celebration/Wrap-up! (3 hours)
a. student created games, shows, etc.
16.Debrief (45 minutes)
_______________________END OF DAY
FIVE_________________________
6. Students will take their knowledge from the

topography lesson and receive a puzzle piece to their
town. In the puzzle piece, students will use colored
pencils to create their town entity within the
boundaries of their puzzle piece. The teacher will have
an exemplar of the school within a puzzle piece as well
as previous classs whole town maps to inspire student
creativity.
7. Students will read about local, state, and national
government from the following website and will
summarize the information through a quick write in
their
notebooks:
https://www.whitehouse.gov/1600/state-and-localgovernment. After reading and writing, we will have a
class discussion about what type of government they
wish to see in their town and how they will go about
electing their officials to represent their town
government. Elections will take place the following day.
8. In order to appropriately and publicly represent their
town, students will be tasked in creating their own
town flag. In order to do this, students will learn about
vexillology, or the study of flags, in regards to color,
symbols, and overall meaning by looking at current
flags. They will then learn about Molly Bang and how
color, shape, and line can create various symbols or
feelings depending on how they are used or combined.
Students will then brainstorm what components they
would like to use in their town flag to evoke what they
stand for as a community.
9. Based on color, shape, and movement, students will
create their community flag, which demonstrates what
they stand for as a community.
10.Students who decide to run for local government
position will work on campaigning to their classmates
by creating digital posters, slogans, etc. to try to win

their peers votes. Students not running for office can
either join their campaign team or continue to work on
the class flag.
11.Students will discuss basic economic concepts, such as
supply and demand, businesses, and taxes. They will
brainstorm how they might see these topics in their
community in the various businesses or other entities
throughout.
12.The day will begin with debates and final campaigning
for the seats on the local government. Students will be
asked questions about ideas for the community as well
as logistical questions about the running of the town.
After the debate, students will vote.
13.Students will learn and discuss the role that news and
media play in communities by looking at various local
news stations, newspapers, magazines, or school
newsletters. They will then be split up into those
categories to create some type of news segment to be
featured in the town news station, newspaper,
magazine, or school newsletter. Students will use
Microsoft programs or additional iPad applications to
create their news segment.
14.Students will learn about different types of local
festivals or celebrations that occur in towns around the
country, focusing especially on the ones that occur in
Columbia. They will then be tasked with creating their
own festival celebration to celebrate the installment
and running of their created community. Students will
continue to act as their town entity and incorporate
that profession/entity to their contribution of the
celebration. Students will have all day to plan for and
prepare for the celebration, as it will occur the
following school day. Preparations include booths,
games, food, tickets, shows, etc. (teacher will provide

snacks for the celebration, so this will be limited in one
aspect). Students must use their knowledge of
economics to their decisions on games, tickets, etc. in
order to demonstrate profit and a positive outcome to
their community.
15.Students receive the opportunity to interact, have fun,
and celebrate their created community. There will be
games, food, and anything else the students
brainstormed for their festival celebration.
16.Students will get back together and discuss what they
learned from the simulation and how it has impacted
their learning about cities, towns, government, etc.
What student prior knowledge will this unit require/draw upon?
Students will have had a working knowledge on systems of government, economics, as well as a prior understanding of the
structures of local communities in relation to businesses, schools, and other entities.
What activities will you use to engage students in imagining, exploring, and/or experimenting in this unit?
This lesson fosters a lot of brainstorming as a whole class before going to the drawing board. By adding this step of
brainstorming, students can imagine, explore, and experiment with possible ideas with their classmates before trying it out for
the first or second time with the actual materials. Once they are let loose to explore with the materials, they will have some
type of idea in mind as to what they are hoping to create, knowing along the way they have a wide variety of options to play
around with from their brainstorming session if they are unhappy with what they are creating.
How will this unit permit/encourage students to solve problems in divergent ways?
This entire unit plan allows students to think in many different ways. By having students create their town from the bottom up,
they have to make a myriad of decisions to ensure the proper functioning of their community. Students will get to share their
ideas in concrete or aesthetic ways to ensure their vision is encapsulated in the final product, whether that be from the
creation side of the project or the analytical side through the brainstorming sessions.
How will you engage students in routinely reflecting on their learning/learning processes?
With each lesson taught, there are opportunities to look back on previous lessons/decisions and discuss whether the new ideas
brought up coincide well with what has already been decided. This is so important so we can have a cohesive community built
on interlinking ideas and decisions. We will have this type of functioning community by constantly checking with student
understanding and learning throughout the process.

How will this unit engage students in assessing their own work?
Much like described in the previous question, students will be constantly checking back through their work from previous
lessons during each new lesson to ensure a cohesively functioning community. Through their decisions on new
implementations, students will be formatively assessed by the teacher, ensuring each plan logically fits with prior decisions.
Students will be summatively assessed through their work on the celebration festival, as they are expected to incorporate
things such as economics, community building, and money into a one day event.
What opportunities/activities will students be given to revise and improve their understandings and their work?
If revision is needed, students will have the opportunity to discuss what isnt workingafter all, this is their town. They will go
back to the drawing board and discuss what isnt going well, and why. They will brainstorm what they could change in order to
make improvements and revise from there as a community.
What opportunities/activities will you provide for students to share their learning/understanding/work in this unit?
This entire unit is revolved around sharing ideas and work with each other. Every single decision will be shared with one
another, as that is what helps a community thrive as one, cohesive unit. They will share their understanding through the
decisions they make to impact and better their community. In a way, their community is a direct reflection of their learning and
understanding of the material, and that (in my humble opinion) is the coolest part of the unit.
How will you adapt the various aspects of this lesson to differently-abled students?
This unit allows students with many different abilities to actively participate. Through the large art-oriented project (the class
flag), students who are artsy and like to create physical art will be able to spearhead that process while more analytical
thinkers will be able to contribute to the flag by sharing their ideas of what values they hope to see upheld in their community
and represented by the flag. Through the campaign trail, students can join the campaign teams to help create visually
captivating posters or propaganda to help their peer get elected.
TEACHER REFLECTION: How will you know that this lesson is successful and meaningful? List indicators.
Students will connect content material to a real life situation with ease
Students will be able to discuss symbolism in a common, yet unique, object
Students will describe what a community means to them and how it may be different for each person involved
Students will be able to pick out certain aspects of their real community they live in and how they are similar/different to their created community
References
Common Core State Standards Initiative (2015). English Language Arts Standards. Retrieved from
http://www.corestandards.org/ELA-Literacy/
Common Core State Standards Initiative (2015). Mathematics standards. Retrieved from
http://www.corestandards.org/Math/Content/5/MD/
Missouri Department of Elementary and Secondary Education (2009). Grade level expectations. Retrieved from
http://dese.mo.gov/sites/default/files/Guid_GLE_All.pdf
National Council for the Social Studies (n.d.). NCSS standards. Retrieved from
http://downloads.ncss.org/NCSSTeacherStandardsVol1-rev2004.pdf
National Geographic (n.d.). Design your own suburb. Retrieved from
http://education.nationalgeographic.com/archive/xpeditions/lessons/12/g35/sprawldesign.html?ar_a=1
NCCAS (2014). National Core Arts Standards. Retrieved from http://www.nationalartsstandards.org/
Roy Rosenzweig Center for History (2011). Missouris fifth grade standards. Retrieved from http://teachinghistory.org/teachingmaterials/state-standards/missouri/5
10
Silverstein, L. B. & Layne, S. (n.d.). Defining arts integration. Retrieved from

http://www.americansforthearts.org/networks/arts_education/publications/special_publications/Defining%20Arts
%20Integration.pdf
White House (n.d.). State & local government. Retrieved from https://www.whitehouse.gov/1600/state-and-local-government
Scenario Activity
Marcie is running late for school. She runs out the front door, forgetting her lunch. Darn! She has missed the school bus,
so she'll have to take the public bus. She walks two blocks and pays one dollar to get on the next bus.
She looks out the bus window and notices that Vinnie's Pizza is having a special on pepperoni. A block later, the bus stops to
pick up some more kids who missed the school bus.
The traffic isn't bad, but they have to stop at all the red lights and bus stops. She gets to school just in time for the bell.
Because she got an A on her book report, her teacher takes her and a few other kids to the pizza place next to the school
it's not Vinnie's, but it's almost as good!
Josh is running late for school. He knows he's already missed the bus, so what's the use in running down the street for it
now? Thank goodness his mom is still homeotherwise he'd have to call around and see if a neighbor could drive him to
school.
11
His mom agrees to drop him off at school on her way to work. They're in a hurry, but they have to slow down for children
and speed bumps.
Once they get to the main boulevard, they hit two red lights. Even worse, Josh realizes he has forgotten his lunch. He gets to
school on time, but he has to share his best friend's soggy sandwich; the school cafeteria is closed today, and the nearest
place to buy food is in the mall three miles away.

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Art Integration Unit Plan Template